/sci/ - Science & Math

>>12419313
>anyone could claim that 2+2=5, even without any context, and other people should be the ones to ask the claimer which definitions and context were used to get such a result

>tfw you're a six year old learning addition in 2040 and you need to attach a disclaimer to your homework explaining that you utilize the symbol of addition with full understanding of the historical origin of contemporary basic arithmetics and its current presentation with indo-arabic numerals and symbols and that other cultures might have a different understanding of addition, and that they might prefer to use different symbols to denote addition

>>12164198
Learn how Latex works.
https://imgur.com/a/pxKrrdO
https://math-on-quora.surge.sh/
Shopping in random images onto your homework is just stupid. Tex your homework and then attach an image for the switcheroo.
Also, [math]9 = 3^2[/math], [math]27 = 3^3[/math].

>>11588827
Yeah, that's completely correct. I just mixed up a bunch of disjoint unions and products.
I'd still like to emphasize that for the n-th element of the "base" you pick out the n-th interval in the disjoint union when you're constructing the counter-example, since you seemed to skip this out and since the notation makes it hard to explain.
>>11588880
Hopefully my new IP doesn't get perma banned again.